Preschoolers' ability to compare numbers

Abstract

The purpose of the present study was to determine if children exposed to experiential materials that relate numbers to magnitude would improve in their ability to make comparisons between numbers. Eighty-three prekindergarten children, ages 4 years 2 months to 5 years 3 months, from two full day urban public were randomly assigned to three groups: magnitude comparisons, simple counting activities, or a control group. Students in the two experimental groups participated in three 15 minute sessions. Students were administered four measures of numerical skills as pretest and posttest measures. Results of the MANOVA indicated that there was no significant difference between the groups on the posttest measures of numerical skills.^